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Archive for Real Estate

interview with clip boardOnboarding: Is it causing attrition or retention in your company? Do you know? Do you know how awesome (or not) your onboarding system is? Have you done a survey? (more about that in later blogs).

The biggest lesson in the onboarding process is starting each new agent with a proven lead generating plan.

What Does Onboarding Include?

One study I used in Up and Running in 30 Days was the Inman Select Special Report: How to Fix New Agent Onboarding. The Inman report didn’t define what was included in Onboarding. From reading the study, however, Inman included initial training, coaching, and mentoring. I am going to add basic orientation and basic actions to the Onboarding process. Why? Because many real estate companies do not have adequate orientation processes. So, agents don’t get the basic direction needed to launch their businesses.

Question: What is your initial orientation like? Does it cover all the bases? If you want a template and suggestions of what should be included in your orientation, click here.

In this blog, I’ll address the results and its ramifications for real state companies–from the other survey published by the Society for Human Resource Management (SHRM).

Retention Starts in the Interview

From working with real estate companies over the past three + decades, I think that most brokers regard retention as something that we must do to keep those seasoned agents. However, according to the survey results in the SHRM study, retention decisions are made by those we hire within a very short period of time. In fact, both studies indicate retention starts prior to hiring!

Here is a major conclusion from this survey, and it what means to real estate companies.

Expectations of the job are different than what new hires heard in the interview. And, the Inman report said new agents fail because they are unprepared for the realities of working as an independent contractor. I’m sure you’ve experienced this. Your new agent is all excited about a career in real estate. But, he/she will not do the lead generating activities required to launch a career. You told the candidate he/she had to lead generate. What is wrong?

Question for you: How well do you explain the job expectations in your interview? Do you provide a prioritized job description for the new agent? (Click here to grab mine). How do you give the prospective agent a real idea of the job?

Three Tips:

  1. Prior to hiring: Have the agent shadow one of your agents who is modeling the behaviors you want.
  2. Provide the agent with the eBook What They Don’t Teach You in Pre-License School. This eBook tells the truth about real estate as a career! You’ll save lots of time in the interview process and winners will pick themselves.
  3. Ask the prospect agent to do an activity you feel is important: Like create a dialogue to talk to someone they know about buying/selling real estate.
  4. Prior to hiring: Give the prospective agent Up and Running in 30 Days. Ask them to review the book. In my experience, if they come back, excited to begin this specific start-up plan, they are a good match for a productivity-focused office. If they come back and reject your lead generating plan, not a good prospect!

In my next blog, I’ll discuss more of the study conclusions and what they mean to us as real estate owners. I’ll also offer tips to tighten your onboarding process. Isn’t it worth having great systems if you could increase your retention of first year agents to 75%?

Last question: What’s your retention rate now of first year agents? How much money do they make their first year in the business? Do you know?

How’s Your Quick-Start Program Working?

Up and Running_5e largerBoth these onboarding studies prove that leaving the new agent’s orientation, training, and start to chance just doesn’t cut it. Take a look at what’s new in Up and Running in 30 Days: updates in 5th edition. This invaluable book is only $32.95 plus shipping, and has been used by thousands of new agents to launch successful careers. Order here.

Recently, I was consulting to a training series. Here’s how the trainer introduced making calls to clients:

“Okay. Get out your phones and make a call.” Sure. The new agents are just going to jump right up and call someone and ask them for a lead. Not.

  1. Demonstrate: The trainer should have demonstrated how to make a call to a particular market.
  2. Provide script or process: The trainer should have provided a script or a process for agents to follow.
  3. Role play: The trainer should have put agents in pairs (or 3s) and had them practice so they can ‘hear’ the words and grasp the process.
  4. Debrief: The trainer should have de-brief the exercise.

Now, the students are confident they can successfully use a script or process and are ready to call ‘for real’.

Principle: Never ask students to do something ‘for real’ until they’ve done it as ‘leatherette’ (role play).

Watch the video below to see how to successfully facilitate a role play.

How have you been preparing your students for ‘real life’? Are you skipping some steps?

See my 2 instructor development and train the trainer (distance) workshops at Cross Institute.

Here are four ways to avoid boring them to tears in a training session.

I just sat in on a training session for new real estate agents, and I had trouble sitting there. Why? Because the presenter was using almost all lecture.  Yes, the agents were listening intently. Yes, they seemed eager to learn. But, that lecture was not helping them learn. They needed to get involved!

Not only that, the students were new real estate agents, scared of a new career in which everything was up to them! They needed exercises to get confidence, to create ‘buddies’, and to meld as a team.

So, instead of lecturing, try breaking up your presenter-directed lecture with these techniques:

  1. Do a warm-up to loosen up everyone, teamify, have fun, and show that it’s going to be an exciting, fun-filled, course (more about how to do a warm-up in another blog).
  2. Instead of asking a question and letting people raise their hands to answer, turn it over to the group, and work in small groups to come up with answers. Then, name a reporter and compare answers (this is the task force, which I’ll also blog about later). This makes it much more interesting to the people, they get to know each other, and they gain confidence that then can come up with good answers.
  3. Pair up people to have them compare opinions, thoughts, and answers. You’ll be starting the buddy system now.
  4. Use accountability: Do you have it built in? You’ll want to build in assignments to complete so the students are learning in the field. That way, they’ll pay much more attention to you and learn a lot more.

Your turn:

How can you use these methods to wake up your students, get them involved, and get them learning at a much higher level?

 

Top tips for trainers: Use the Case Study.

This month, I’m focused on helping trainers refine their skills. So, I’ll be sharing some short videos I’ve made to explain various types of teaching techniques.

Is lecture your favorite method of teaching? Maybe you think it’s your only way! Wrong!!!! In fact, relying on lecture and ‘wimpy’ discussion makes you lose control of your audience–and bore them to tears. Instead, use what we trainers term ‘alternative delivery methods’–teaching alternatives to lecture. Your students will learn much more, will be more participative–and love you to death!

Watch this video on ‘case study’–one of the teaching techniques almost every instructor can put into almost every class.

Want more teaching skills? Join me for one of my instructor workshops. They have 15 clock hours and fulfill the qualifications to become an instructor in Washington state for clock hour courses. The next one ‘live’ is coming up Oct. 3-4 in Bellevue. See more here.

Or, if you want to get certified to teach clock hour courses and learn great new teaching skills ‘on your own time’, check out my distance learning version of the course, Train the Trainer.

Have you already taken instructor courses? If so, you’ll love my advanced course, Beyond the Basics: Training Techniques to Make that Course Come Alive. We use your course and put exciting, innovative teaching methods into it so you gain confidence AND the skills to energize your courses. I’m teaching this course ‘live’ Oct. 23-24 in Bellevue (7.5 clock hours, too).

You can always see all my courses, the calendar, and resources at www.crossinstitute.com.

Here’s how not to have an out-of-control classroom!

In an earlier blog, I gave you some tips to controlling audiences. There’s no reason your class attendees should feel the class is out of control. After all, it’s up to us to keep that class interested, interesting, and moving. Here are more tips to do just that.

  1. Limit the general discussion. You are behind time (You did time your class and put your time frame on your outline, didn’t you?). You see 5 hands raised and you need to move on. Here’s the phrase:

We have time for 2 more questions.

2. Stop the chatty Kathys. There are a few techniques you can use that work.

Walk away from Kathy so she can’t catch your eye and/or wave her hand in your face.

Ask each person to write it down first. (stops the hand jerking into the air!)

Ask the person to tell another person, not the whole group.

Ask for feedback this way: What did you hear {your work partner} say that you really liked?

Quit teaching only from the front of the room. Be sure you can walk down the aisle, and, if you have a mike, it allows you to do so. Making eye contact and respecting the learners in all parts of the room is graceful and effective.

Handling Really Tough Situations

Sometimes, once in a great while, someone just has a meltdown. If that happens, take a short break. Take that person out of the class (never, ever address a concern in front of others, or try to rival a stand-up comedian, the sarcastic but always funny Don Rickles. You aren’t and you’ll lose). Use this dialogue when you get that person alone:

“I’m feeling badly {be sure and use the word feeling} about what’s going on in there. What can I do to make this a good learning experience for you?” Or, “We need to move ahead and can’t seem to do so. What can I do for you so we can move ahead together?”

When all else fails, personally and privately invite that person out of the class.

Who is Important?

The learning of the majority of the class is what is important. It’s up to you as training/facilitator/presenter to gain and use the skills that assure a great course experience. In my opinion, it’s not the ‘student’s fault he/she is successful at disrupting the class (most of the time!). It’s the inability of the instructor to artfully use the strategies above to defuse the situation.

Keep honing those skills, and thank you for dedicating your experience to our industry!

P. S. Don’t forget to gain 42 Innovative Presentation Methods that increase your effectiveness, click here.

Ultimate_RE_Trainer

Tips, Tricks, and Just Plan Great Strategies for the Real Estate Trainer

It’s harder than ever to provide effective training today. So, we need all the new strategies we can get! The Ultimate Real Estate Trainer’s Guide helps you through all types of situations, and provides dozens of ideas for you to use. See it here. 164 pages/4 audios. $129.95 plus shipping. Click here to find out more.


Does your course ‘fit’ the adult learner?

May is my designated Trainer Appreciation Month. So, I’m writing a blog series to help trainers teach and write great courses. And, I’m offering special discounts on my resources for trainers. See them here.

Most real estate courses are not written with adult learning principles in mind. So, let’s look at these truisms and write our courses to reach the adult learner effectively. This is one of the areas we address in my resource on how to write a course (click here to see it).

From writing courses for most of the major real estate franchises, and training thousands of real estate instructors, I’ve found some undeniable truisms. Here’s one:

Why Write a Course for the Adult Learner?

Benefits to teaching to these principles in your course:

  • Adults aren’t bored (!)
  • Adults feel important
  • Adults pay attention
  • Adults retain more
  • Adults feel protected; low risk environment
  • Adults like you better
  • Easier for you to teach!

The Big Principles to Keep in Mind

Adults learn through association.

We learn what we already know. Two fellows teaching community colleges instructors how to teach shared that one with me. How insightful!

How do skilled presenters accomplish this in a course environment?

Do you relate what you’re teaching to the adult’s prior experience? Or, do you jump right into a complex theory and expect your students to keep up…..

Adults learn by doing

Life is do it yourself. Do you have your students doing an action in class? What happens in your course to assure the students are doing? How do you know they can do whatever it is you are teaching them to do? Observe it in class, of course!

Retention soars when adults do and say something at the same time. How are you using this principle in your course?

How much doing of significance do you have planned in your class?

Big principle: How we retain information is directly related to how we acquire that information.

Would you say that instructors are most concerned with short-term, or long-term student learning?

Adults learn from each other

Use teaching methods to encourage information exchange.

How do you assure students are exchanging information? Are you using various alternative delivery methods (not lecture) to assure students are learning not only from you, but from one another?

Adults learn through repetition

Use several approaches to the same concept/process. Does your course offer review and repetition to assure students are really learning?

Adults learn through rapid recall

What rapid recall methods have you seen used in the classroom? Do you do this so you ‘tie up’ each section before you move on?

Adults seek to satisfy individual needs

Experience levels vary greatly. How would an instructor find out each student’s individual experience levels prior to getting into the classroom?When I’m teaching Instructor Development Workshop, I provide each attendee a ‘pre-conference survey’ at registration, so I can see the needs and level of learning of that person. Even the words used give me some powerful hints about each attendee’s priorities and beliefs!

Adults learn practical information.

They want information and skills to directly apply to their lives–right away.

How have you seen instructors assure that the information is not only applicable, but that the student applies the information to their challenges, while in the classroom? Are you assuring that each of your attendee translates the course information/skills into action plans?

Go back to the course your teaching or writing and see if you are adequately addressing how adults learn. Doing so is one of the attributes of a real course, not just an ‘information overload!

Expert Guidance to Write that Great Course–at a $30 discount this Month!

If you’re serious about writing that great course, this is the resource for you. Step by step, Carla Cross, who has written courses for Re/Max, Better Homes and Gardens, Keller Williams Realty, GMAC, Royal LePage, and CRB, shows you exactly how to create your course and your outline. And, for those Washington state instructors, she shares tips on how to get your course approved for clock hours.

This resource is digital. You will get access immediately.

May Trainer Appreciation Month bonus: Keys to a Killer Introduction

This ‘how to write a course’ includes:

2 instructional videos
Templates to use as guides for course creation
Examples of courses
2 ‘cheat sheets’ to write your course modules

Tips on how to write teaching methods right into that course, so you can sell it!

Guidance in how to get your course approved in Washington state.

With 95 pages, this resource, along with the 2 instructional videos, shows you exactly how to create a course that has substance, sizzle, and ‘sell’!

May Trainer Appreciation Month price: $99.95 with coupon create course. (Regularly $129.95. Save $30)

Click here for more information and to order. You’ll get immediate access to the 95-page resource guide and 2 instructional videos. Remember, to get your discount use the coupon code create course.



Here are the 5 great performance principles I learned from my piano teacher.

Why are these so important? Because, as trainers, we want to

change behavior,

 

 

not just impart information!

Big questions right now: Are you training with methods that actually change behavior, or are you just imparting information you think will help your students?

PS. If you want creative training techniques that really do change behavior, check out my unique course, Instructor Development WorkshopOr, see my distance learning version, Train the Trainer. Both qualify instructors to teach clock hour courses in Washington state.

Why Some Get Results–and Others Don’t

Recently, one of my coaching clients (an owner of a real estate company) asked me, “Why do some trainers and coaches get great results and others don’t–but seem to be working as hard?”

Great question, huh? In fact, if we trainer/coach types knew that answer, we could build our systems so that we assured great performance! So, I went back to my ‘former life’–that as a musician and piano/flute teacher, and thought, “Why do some piano teachers create great performers–and others don’t?”

Why Use Piano Teachers as the Analogy….

I use the analogy of the piano teacher, because it’s easy to hear differences in sloppy and great performance. I’m sure you’ve heard 2 people play the same piece of music. One plays it accurately and one just kind of slops through it. Or, some piano teachers’ students drop out, unmotivated to practice, while others stay motivated, challenged, and achieve high performance–even if they don’t seem to have great talent.

Five Proven Components for Great Performance

From having taken piano lessons since age six, gaining a degree in piano performance, and having taught piano at the grade, high school, and college level, I’ve had an opportunity to see the great and the not-so-great–both teachers and performers. Here are the five components I’ve discovered make the biggest difference in great performance (which is what you want to shoot for when you teach!).

1. Great piano teachers screen in and screen out.
They don’t let just anybody take lessons from them.

Trainers and coaches: What’s your ‘screen in’ process? Do you have one? Do you have a list of questions you ask? In our coaching company, we have a prescribed list of questions we ask potential clients (and we unfortunately have to turn down some). I even have a Coachability Assessment I provide potential clients. Click here to request your copy.

2. Great piano teachers set expected standards (minimums) during the screening process–not after the lessons start!
Those standards include: Amount of practice each day, recitals attended and played in, going to lessons, etc.

Trainers and coaches: What do you expect of your clients? Make a list of at least 5 standards now–and get the ‘mutual expectations’ agreement in writing prior to letting them into your program.

3. Great piano teachers figure out the ‘competency levels’ they want their students to attain–and when they expect them. They won’t let the students perform in front of others if the student has not reached compentency levels.

Trainers and coaches: How good do you expect your students to get in that one-month training program you’ve been doing? Do you even measure skill levels? Which skill levels to you measure? How? Do you have your students practice their listing presentations until they reach the level of competency you believe the real client expects? What an eye-opener! Make a list now of 5 skills and the level of competency you want your students to attain in your training program. You’ll see your outcomes go way up just by doing this.

4. Great piano teachers get better performance because their excellent students motivate other good students to excellence.

Trainers and coaches: Have you ever gotten yourself into the situation where you felt like you were way above the other people in your group? This isn’t an ego thing–it’s just a ‘I don’t belong here’ thing. Likes attract. Good performers motivate other good performers. Excellent performers stay. Are you creating a self-motivating group–or, are you creating a situation where your good performers will leave for a team that is ‘more like them’? This goes back to those ‘screen in’ and setting competency principles. I know we all feel challenged when people don’t appear motivated. Here’s one of the secrets to fire them up!

5. Great piano teachers provide lavish praise–when deserved.

Behavior that’s rewarded is repeated.

If you have competency levels, you have a way and a reason to praise. Your students/clients know when they have reached those levels–and can expect praise, too! In fact, strong students/clients will ask you for praise. Write down the 5-10 methods you use to appreciate and praise good performance. If you can’t get to 10, figure them out.

But, what about the method? The specific coaching, the training? Yes, the method is important, but the coaching/training techniques above are much more important. I’ve heard some great performers and some poor performers all playing the same kind of music from the same method. At the same time, great methods should have some ‘built-in’ features that assure the trainer/coach is achieving these 5 principles.

Principles, System, Coaching–Putting it All Together

From talking with prominent trainers, managers, and coaches, we’ve pinpointed a need for all those training and coaching today to get the coaching they need to turn out great performers. So, each one of these 5 principles is in my initial online training program for newer agents: Up and Running in Real Estate. Check it out. Your agents will be performing better and faster with this program and principles.

Is Your Initial Training Program Getting the Results you Want?

Or, a better question: Do you know what the results are? With my online training program, Up and Running in Real Estate, you see the progress your agent is making each week. You measure the results in concrete terms. Check it out. It will save you time, and money, and give you much greater retention!

Teaching adults effectively: How are you doing it?

This month, I’m writing a blog series to help trainers write great courses or take those courses and make them ‘live’. From writing courses for most of the major real estate franchises, and training thousands of real estate instructors, I’ve found some undeniable truisms. Here’s one:

 So, let’s look at these truisms and write our courses to reach the adult learner effectively. This is one of the areas we address in my resource on how to write a course (click here to see it).

How Adults Learn and Retain: How to Weave These Principles into your Course

Benefits to teaching to these principles in your course:

  • Adults aren’t bored (!)
  • Adults feel important
  • Adults pay attention
  • Adults retain more
  • Adults feel protected; low risk environment
  • Adults like you better
  • Easier for you to teach!

The Big Principles to Keep in Mind

Adults learn through association:

We learn what we already knowa Two fellows teaching community colleges instructors how to teach shared that one with me. How insightful!

How do skilled presenters accomplish this in a course environment?

Do you relate what you’re teaching to the adult’s prior experience? Or, do you jump right into a complex theory and expect your students to keep up…..

Adults learn by doing

Life is truly ‘do it yourself’. Do you have your students doing an action in class? What happens in your course to assure the students are doing? How do you know they can do whatever it is you are teaching them to do? Observe it in class, of course!

Retention soars when adults do and say something at the same time. How are you using this principle in your course?

How much doing of significance do you have planned in your class?

To live by my own principle, I just increased the amount of ‘student’ teaching I have during my Instructor Development Workshop. The students loved it and showed me I can get them into action faster and more often than I thought!

Big principle: How we retain information is directly related to how we acquire that information.

Would you say that instructors are most concerned with short-term, or long-term student learning?

Adults learn from each other

Use teaching methods to encourage information exchange.

How do you assure students are exchanging information? Are you using various alternative delivery methods (not lecture) to assure students are learning not only from you, but from one another?

Adults learn through repetition

Use several approaches to the same concept/process. Does your course offer review and repetition to assure students are really learning?

Adults learn through rapid recall

What rapid recall methods have you seen used in the classroom? Do you do this so you ‘tie up’ each section before you move on?

Adults seek to satisfy individual needs

Experience levels vary greatly. How would an instructor find out each student’s individual experience levels prior to getting into the classroom? When I’m teaching my Instructor Development Workshop, I provide each attendee a ‘pre-conference survey’ at registration, so I can see the needs and level of learning of that person. Even the words used give me some powerful hints about each attendee’s priorities and beliefs!

Adults learn practical information.

They want information and skills to directly apply to their lives–right away.

How have you seen instructors assure that the information is not only applicable, but that the student applies the information to their challenges, while in the classroom? Are you assuring that each of your attendee translates the course information/skills into action plans?

Go back to the course your teaching or writing and see if you are adequately addressing how adults learn. Doing so is one of the attributes of a real course, not just an ‘information overload!

Honestly: Are the Courses You Teach Boring? (Even to YOU?)

Come join me to put these creative, fun teaching methods into your course. Attend Beyond the Basics: Advanced Skills to Make that Course Come Alive, coming up April 23-24 (approved for 7.5 clock hours in Washington state).

We’ll be working with parts of a course you bring. We’ll put in some great methods and then practice to see how they work–a unique opportunity!

There’s no other course like this–and your chance to get some individual and small group coaching to make your teaching and your course a huge success! Click here to see the course and register.

Teaching: Here are 3 principles to make those small groups work right.

This month, I’m doing blogs on teaching–specifically, how to change it up and quit lecturing your way through the day. I know we have thousands of dedicated real estate instructors. But, we seem to have thousands of bored students! Why? Because most of our courses don’t have a variety of teaching methods built in. So, in this series, I’ll help you build in ‘relief’ from that awful, boring lecture and change it up to keep your audience interested and learning.

The Alternative: Divide and Conquer

In the previous blog, we explored the ‘divide and conquer’ method of teaching. One of the configurations of the ‘divide and conquer’ is the task force: Small groups of people working on a common problem. In this blog, I’ll show you a few things to do with that task force to assure it goes right. Most of these principles would also apply to dividing people into groups, too, for role play and other small groups (I’ll write a blog on this later).

Three Principles for Great Task Forces

  1. The task must be something the attendees can do without further information. For example: If you’re teaching Instructor Development, you’ll probably have a section on ‘how adults learn’. You can easily subdivide this topic into 3 or 4 sections. For example, you could have ‘obstacles to adult learning’. You already know that your attendees can come up with several obstacles to adult learning–they have either experienced them or observed them.

What wouldn’t work in a task force: To ask your attendees to tackle something that they need additional information or training to accomplish. For example–if I were teaching a group of would-be instructors how to facilitate a task force, I couldn’t ask them to write down all the steps to facilitate until I’d taught them the steps.

2. One task per group: If you have several groups, assign only one task per group.

What wouldn’t work in a task force exercises: Assigning all the tasks to all the groups, or assigning the same task to every group. Why? Because the first group to report will report pretty much everything the other groups have come up with–an exercise in frustration! (There is a way to do this, which I’ll discuss in a later blog).

3. Put no more than 5 people in a group, so people have a chance to interact easily with each other, and everyone gets to have input.

What wouldn’t work: Putting more than 5 people in a group. The ‘outliers’ can’t communicate and only 2-3 people will end up contributing.

When To Use a Task Force

Task forces work really well at the beginning of a session, to break up your lecture in the middle of the section, and to summarize learning at the end.

Where will you employ a task force in your teaching? Let me know!

Come join me to put these creative, fun teaching methods into your course. Attend Beyond the Basics: Advanced Skills to Make that Course Come Alive, coming up April 23-24 (approved for 7.5 clock hours in Washington state). We’ll be working with parts of a course you bring. We’ll put in some great methods and then practice to see how they work–a unique opportunity!

Challenge: How would you teach this? Without lecturing!!!

In a month from now, I’ll be doing a training on how to make your courses come alive. Why? Because, unfortunately, most real estate courses consist of someone at the front of the room droning on…..and on….and on. Now, I don’t think that’s the instructor’s fault, to an extent. I think it’s the fault of the course writer.

The Challenge: Few Courses Written for the Instructor to Teach

You innocently pick up the course outline (it’s big and heavy, of course), and you start talking. How long does it take for your audience to quit listening and play with their phones? 3 minutes? 10 minutes? Probably no longer than that.

It Doesn’t Matter if You’re an Expert–or an Expert Lecturer

In truth, our attention spans have shrunken–and continue to shrink. So, we instructors just can’t talk through that outline and expect to keep the audience’s attention. But, what do we do instead? In this series of blogs, I’ll show you how to take part of that outline and make it more interesting.

In Most Cases, YOU Have to Also Put in the Teaching Methods

Since few courses have these teaching methods written in, you’ll have to develop the skills to take that boring outline and put in various and varied teaching methods. Find out how to do that in my upcoming course: Beyond the Basics: Advanced Skills to Make that Course Come Alive, coming up April 23-24 (approved for 7.5 clock hours in Washington state).

Divide and Conquer: Using the Task Force

One of the reasons our real estate audiences get antsy is that they don’t like to sit quietly. But, you’ve probably seen the room get out of control if you encourage wild, unabated discussion! So, how do you help them talk and still control the situation? Divide and Conquer. Instead of having them all talk in open discussion, use the small group method. That’s called ‘task force’, because you’re literally putting them into small groups to work on a task they can accomplish.

Here’s an example of how to take the facts in that outline and throw them to the audience to reveal. Think of it this way: Instead of you–standing up in front of everyone and telling, and telling, and telling, you ask small groups to tackle parts of your topic and come up with solutions.

The Example of a Task Force

I teach Instructor Development Workshop, (coming April 9-10 in Bellevue, Wa), which certifies instructors in the state of Washinton to teach clock-hour approved courses. In one part of the outline, the topic is How Adults Learn. I have 3 pages in that outline that innumerate all the ways adults learn, including obstacles to adult learning.

Your turn: If I were to give you that outline and ask you to teach it, how would you proceed? You might just talk through those 3 pages, reading what I’d written. Hate to tell you, but that would be so boring! (And you wouldn’t learn what your audience does and does not know!) Instead, here’s how I do it.

Using the Task Force to Explore ‘How Adults Learn’

Here’s how I teach this section. I divide that topic into 4 areas: How adults learn, the obstacles to adult learning, the attributes of the real estate adult learner, and effective retention techniques.

See the slide from my Insructor Development Workshop I use that gives instructions to the task forces here.

Here are 2 Keys to doing Task Forces:

  1. The tasks must be something that the attendees can accomplish from information they already have
  2. The tasks must be meaningful to what you’re teaching

Task Forces Must be Meaningful: And a Springboard

Look at the last sentence in the slide. That’s my ‘springboard’. I’m asking the attendees to figure out ‘what does it mean to me?” That’s the relevance of the exercise.

In later blogs, I’ll give you tips on using this and other ‘divide and conquer’ methods to make your teaching–and their learning–much more enjoyable! You’ll get great reviews and return customers!

Let me Help your Instructors Put Pizazzz into those Courses

There are 2 ways I can help you: If you’re in Washington state, come to my class April 23-24. Or, invite me to your company anywhere in the US or Canada and I’ll customize a special session for you. I use YOUR outlines and we actually put in the methods and teach them. You’ll get much better attendance at your courses, have excited, enthusiastic instructors, and find it easier to get return business!

Contact me to find out how I can help. Let’s make your courses shine!